1. Save this template to your school network or computer and alter it for your own
assessment design OR copy the below information into your school-based
assessment instrument template.
2. Delete the information that is not relevant to your assessment, e.g. if the task is
for Year 11, delete the Year 12 conditions. Information is provided in tables so to
delete, highlight the row you wish to remove, right click, and select Delete Rows.
3. Replace the red text with your school- and task-specific information.
4. Ensure all information has been completed, i.e. no red text remains.
5. Delete this instructional text.
Insert school-specific information, e.g. school name, logo
Inquiring — Supervised written
Context
Insert context
Task
Insert task
Supporting documentation
 Seen or unseen supporting documentation or stimulus material may be provided and
presented in a wide variety of forms, and tasks set from these may vary in length. Examples
include: case studies; industry-based multimodal information (e.g. pamphlets, manuals,
slides, DVDs, photographs); cartoons; tables, statistics, graphs, charts; computer software;
films, newspapers, television; legislative acts and regulations.
Conditions
Year 11 conditions for demonstrating inquiring
Individual
 Recommended time: 1–1.5 hours
 Perusal times may be added as required
 Use of support materials or technologies, e.g. student notes, other reference materials,
calculators or computers, may be appropriate
 Questions may be seen or unseen
 Word lengths:
- short responses: 50–250 words (diagrams and workings not included in word count)
- extended written response: 400–600 words
If students use computers to respond to these assessments, schools must ensure that the
purpose of this technique is maintained.
Year 12 conditions for demonstrating inquiring
Individual
 Recommended time: 1.5–2 hours
 Perusal times may be added as required
 Use of support materials or technologies, e.g. student notes, other reference materials,
calculators or computers, may be appropriate
 Questions may be seen or unseen
 Word lengths:
- short responses: 50–250 words (diagrams and workings not included in word count)
- extended written response: 600–800 words
If students use computers to respond to these assessments, schools must ensure that the
purpose of this technique is maintained.
6. Replace the red text with your school- and task-specific information.
7. Make the standards instrument-specific. (Words may not be added to the
standards except in the case of hospitality issues where the issue should be
named, e.g. customers with special needs. The following words may be used in
the singular: issues, arguments, conclusions.)
8. Ensure all information has been completed, i.e. no red text remains.
9. Delete this instructional text.
Insert school-specific information (if required)
Instrument-specific standards matrix
Inquiring
Standard A
Standard B
Standard C
Standard D
Standard E
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
 in-depth understanding and
examination of hospitality
issues
 understanding and thorough
examination of hospitality
issues
 understanding and
examination of hospitality
issues
 some understanding and
incomplete examination of
hospitality issues
 superficial understanding and
examination of aspects of
hospitality issues
 synthesis of information from a
wide range of relevant sources
that support well-reasoned
arguments with valid
conclusions drawn
 synthesis of information from a
range of relevant sources that
support logical arguments with
credible conclusions drawn
 synthesis of information from
sources that support
arguments with conclusions
drawn
 synthesis of information from
provided sources that express
opinion and obvious
conclusions drawn
 synthesis of information from
aspects of provided sources
expressing superficial opinions
or conclusions
 effective use and sustained
control of genre and language
conventions to communicate
ideas.
 effective use and control of
genre and language
conventions to communicate
ideas.
 use of genre and language
conventions to communicate
ideas.
 inconsistent use of genre and
language conventions to
communicate ideas.
 use of information to
communicate ideas.